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A Study on the Developmental Features of Yi Students’ Chinese Mental Lexicon
Adopting free word association test, the present study investigated the developmental features of Yi students’ Chinese mental lexicon. Eighty primary school students and 85 senior high school students in two typical Yi-Han bilingual schools in Yuexi County were recruited as the research subjects. Wi...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Frontiers Media S.A.
2022
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8987374/ https://www.ncbi.nlm.nih.gov/pubmed/35401339 http://dx.doi.org/10.3389/fpsyg.2022.790215 |
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author | Li, Ming Zhang, Lubei Zhou, Qi |
author_facet | Li, Ming Zhang, Lubei Zhou, Qi |
author_sort | Li, Ming |
collection | PubMed |
description | Adopting free word association test, the present study investigated the developmental features of Yi students’ Chinese mental lexicon. Eighty primary school students and 85 senior high school students in two typical Yi-Han bilingual schools in Yuexi County were recruited as the research subjects. With Yi language as their L1, all the participants started learning Chinese after entering primary school. The stimuli were 108 words selected from the 9,000 most frequently used words in modern Chinese, including 36 nouns, 36 verbs, and 36 adjectives. The responses were analyzed using the framework proposed by the responses were analyzed using a three-layer framework. The results showed that (1) the mental lexicon of Yi primary and middle school students were mainly connected with each other by meanings, with form-based connection followed. Compared with previous studies, their phonological associations accounted for a relatively higher proportion, while semantic associations were relatively weakened. (2) Syntagmatic associations were of primary importance, with paradigmatic and encyclopedic associations followed. (3) While syntagmatic relation was centered on determinative and governing associations, paradigmatic relation was dominated by adjacent and reverse associations. (4) The development rate of syntagmatic associations was faster than that of paradigmatic and encyclopedic associations; no significant improvement was found on students’ adjacent, layer, homogeneous and supplement associations from primary school to high school. The findings generate important implications for Yi students’ Chinese language education. |
format | Online Article Text |
id | pubmed-8987374 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-89873742022-04-08 A Study on the Developmental Features of Yi Students’ Chinese Mental Lexicon Li, Ming Zhang, Lubei Zhou, Qi Front Psychol Psychology Adopting free word association test, the present study investigated the developmental features of Yi students’ Chinese mental lexicon. Eighty primary school students and 85 senior high school students in two typical Yi-Han bilingual schools in Yuexi County were recruited as the research subjects. With Yi language as their L1, all the participants started learning Chinese after entering primary school. The stimuli were 108 words selected from the 9,000 most frequently used words in modern Chinese, including 36 nouns, 36 verbs, and 36 adjectives. The responses were analyzed using the framework proposed by the responses were analyzed using a three-layer framework. The results showed that (1) the mental lexicon of Yi primary and middle school students were mainly connected with each other by meanings, with form-based connection followed. Compared with previous studies, their phonological associations accounted for a relatively higher proportion, while semantic associations were relatively weakened. (2) Syntagmatic associations were of primary importance, with paradigmatic and encyclopedic associations followed. (3) While syntagmatic relation was centered on determinative and governing associations, paradigmatic relation was dominated by adjacent and reverse associations. (4) The development rate of syntagmatic associations was faster than that of paradigmatic and encyclopedic associations; no significant improvement was found on students’ adjacent, layer, homogeneous and supplement associations from primary school to high school. The findings generate important implications for Yi students’ Chinese language education. Frontiers Media S.A. 2022-03-24 /pmc/articles/PMC8987374/ /pubmed/35401339 http://dx.doi.org/10.3389/fpsyg.2022.790215 Text en Copyright © 2022 Li, Zhang and Zhou. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Li, Ming Zhang, Lubei Zhou, Qi A Study on the Developmental Features of Yi Students’ Chinese Mental Lexicon |
title | A Study on the Developmental Features of Yi Students’ Chinese Mental Lexicon |
title_full | A Study on the Developmental Features of Yi Students’ Chinese Mental Lexicon |
title_fullStr | A Study on the Developmental Features of Yi Students’ Chinese Mental Lexicon |
title_full_unstemmed | A Study on the Developmental Features of Yi Students’ Chinese Mental Lexicon |
title_short | A Study on the Developmental Features of Yi Students’ Chinese Mental Lexicon |
title_sort | study on the developmental features of yi students’ chinese mental lexicon |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8987374/ https://www.ncbi.nlm.nih.gov/pubmed/35401339 http://dx.doi.org/10.3389/fpsyg.2022.790215 |
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